Abstract:

This project develops a theory of pedagogy for collaborative writing assignments. It critiques the theories that underlie rhetoric’s approaches to collaboration to show why social constructionism is a useful theory of rhetoric, but an impractical theory of pedagogy. This study describes how American culture and institutions shape the way that students approach and respond to collaborative assignments, then explains how teachers can approach these assignments from the perspective of building “collaborative literacy” in their students. The project details what teachers need to know about adult learners and what students need to know about personalities, group dynamics, and conflict management. It provides heuristics to help teachers design more effective assignments. Finally, it suggests that if compositionists are serious about building collaborative literacy in writing programs, the effort will require more than a single course that spans just 16 weeks. It may require a coherent approach to teaching collaboration in a writing major (or writing emphasis) over several courses. It might also be spread beyond the English and writing departments into a new variety of writing across the curriculum.